EMOTIONAL INTELLIGENCE MODEL FOR DIRECTORS OF RESEARCH CENTERS IN MEXICO

The objective of this article is to show the results of IE-Martruj, a model designed for measuring emotional intelligence in directors of research centers (RCs), which was appliedto forty-three directors of research centers in Mexico. The validation model and reliability tests are described in detail, as well as the mathematical formulae used. As a general conclusion of this research, we show that: The model studied is an adequate instrument for the task proposed, and that the Emotional intelligence (EI) of directors of RCs is positively associated with: motivation, self-assessment, self-regulation, empathy and social skills. Also, the following hypotheses were tested with positive results:H1 - Motivation, initiative, optimism and involvement are conditions positively correlated with the effectiveness of directors of RCs.H2 - Self knowledge, emotional awareness, precise self evaluation and self awareness are positively correlated with each other, and are essential parts of intrapersonal intelligence.H3 - Self-regulation, self control, adaptability and self awareness are positively correlated with each other, and are also part of intrapersonal intelligence.H4 - Empathy, comprehension of others, development of subordinates´ skills, readiness to serve, capacity to manage diversity, and political coherence exhibited by an RC directorare positively correlated with each other, and are part of interpersonal intelligence.H5 - Social skills exhibited by directors, that are also part of interpersonal intelligence, allow a director to exert a greater influence on the working group, facilitating communication,conflict management, leadership, collaboration, cooperation and development of team skills.Emotional intelligence, Interpersonalintelligence, Intrapersonalintelligence, Models of intelligence,Assessment of intelligence, Researchcenters.

Motivation in engineering education: a framework supported by evaluation instruments and enhancement resources

Motivation is a critical factor in the academic performance, especially in the EHEA context, where the active learning must be promoted. In the case of engineering education, it is particularly necessary to care the student motivation by several reasons. The difficulty of engineering degrees can hinder the motivation of students and it can affect the high levels of absenteeism and dropping out. Thus, it is important to work up frameworks to evaluate and enhance, in addition to technical competences, other competences such as motivation. This paper presents the definition of a motivational framework composed by several instruments, resources, mechanisms and technologies. It allows teachers and academic institutions to evaluate and enhance the motivation of their students. But the most innovative characteristic of the framework lies in the student side; it also allows students to self-evaluate and enhance their motivation by performing questionnaires, recommendations and complementary training activities. In order to validate the proposed solutions, a case study has been successfully performed with 152 students of the Technical University of Madrid. The empirical experience has enabled to confirm the usefulness of the provided framework and to explore motivational aspects related with the engineering education

The impact of the M-learning methodology on university students

Our goal in this paper is to analyse the impact of the implementation of M-Learning methodology on the motivation and assimilation of academic contents. A total of 283 university students participated in our study. They were assessed on two different occasions. For the assessment, a 10-question multiple-answer test set up in the Socrative mobile applications was used. To take into consideration the students’ opinion on the experiment a satisfaction survey was used. The results from the global satisfaction survey show that the M-Learning methodology is perceived as a motivating tool (74.6%) which generates a more pleasant environment in the classroom (71%), increases student satisfaction attending classes (80.5%) and helps students acquire learning contents better (72.5%). The repetition and frequency of use of the application increased the final score in all groups (initial-final assessment: 5.9 vs 7.4 points). Data obtained suggest that the M-Learning methodology as a facilitator of content assimilation is useful in the academic environment and is a useful tool for improving the teaching-learning process tooPeer Reviewe

Becta Review 2005. Evidence on the progress of ICT in education.

Drawing on Becta national surveys of ICT use and implementation within the education system, the Becta Review identified the ways in which ICT could be used to support the DfES 5 year strategy, to introduce greater efficiencies in educational provision and more choice/personalisation of content and delivery

Why Lawyers Do What They Do (When Behaving Ethically)

Since the early 1990s, when David Wilkins published his influential paper “Who Should Govern Lawyers” in the Harvard Law Review, legal ethics scholars and professors have paid attention to the range of processes and devices that govern lawyer behavior. This Article will report on the results of a study currently underway that seeks to provide empirical evidence to answer the question posed in this Article’s title: Do lawyers train staff in confidentiality preservation because they fear bar discipline? Because they fear malpractice liability? Because they must comply with malpractice liability carrier demands? Because they honor client confidences for their own value and wish to protect them? Because the market forces them to do so? Because it is the right thing to do? The same, or similar, sets of questions may be asked about establishing conflict check procedures, devising their marketing to stay within norms, charging reasonable fees, and other professional ethics-related actions by lawyers. To gather data on these issues, the authors conducted a survey of the bars of Florida and Virginia and present on the findings

The Impact of Using Gloss-Mediated Vocational Vocabulary Learning on the Oral Authentic Use of Vocational Vocabularies Among Iranian ESP Learners

This quasi-experimental study intended to consider the role of using CALL-based and gloss-mediated vocational vocabulary learning and its impact on authentic oral vocabulary production. The study used five different majors (anesthesiology, software, civil engineering, architecture, and electronic science); for each major, there were two classes, so the researcher conveniently selected one class as the control group and the second class as the experimental group. Thus, five classes as the control groups (each field of study one class) and five classes as the experimental groups (each field of study one class). The total number of participants was 210, that 106 learners were in the control groups and 104 were in the experimental groups. The researchers used a pretest to select the target vocational vocabulary items. For the glossed groups, all vocational vocabulary items were taught through glosses, whereas the non-glossed groups did not receive any glosses. After the treatment session, the participants were asked to participate in the pictures description task and describe 15 pictures orally. For the first research question, an Independent Sample t-Test, and for the second research question, Two-way ANOVA was used to analyze the collected data. By reviewing the inferential statistics, the significant difference between the glossed and non-gloss conditions was revealed, it can be concluded that using multimodal glossing can lead to more authentic oral production of the L2 ESP learners. Moreover, L2 teachers can use computer-based glossing information as an L2 vocabulary learning facilitator to help learners have more authentic production

EU–originated MOOCs, with focus on multi- and single-institution platforms

No abstract available

Interpretive structural modelling: Hierarchical relationship model of appreciating diversity competency for educational leaders

The dynamics of diversity and cultural competency are elements that run parallel with globalization. Appreciating diversity is part of global leadership competency. However, this assumption may not hold in a context in which multiculturalism diversity and competency are not an integral element for leadership competency for public sector educational leaders. Public organization should assimilate and practice appreciating diversity in the organizational leadership competency. Thus, the central aim of this study is to investigate and examine the appreciating diversity competency for educational leaders. The paper analyzed the appreciating competencies by using interpretive structural modelling (ISM) based on experts’ consensus. The cross-impact matrix multiplication applied to classification (MICMAC) analysis ascertained and classified each competency based on their driving and dependent power. The hierarchical model developed through ISM yielded seven appreciating competencies divided into two dimensions for educational leaders. The model proposed could be adopted by stakeholders to upgrade the competency of educational leaders to practice and apply appreciating diversity. The ISM model could be adopted for the training and development of future educational leaders in preparation to administer and lead multicultural and multigenerational organizational communities

Knowledge and Technology Transfer from Universities to Business Sector: Evidence from UK Science Parks and Subsidiary Companies

The purpose of this article is to define and discuss technology transfer via science parks or subsidiries companies in the context of higher education. Examples of university technology transfer will be given, and issues surrounding the topic will be discussed here. In the knowledge economy, university technology transfer activities are increasingly crucial as a source of regional and national economic development and revenue for the university. We have discussed here two UK universities technology transfer and their invovement in the local and regioanl economy in details.

Exploring multimedia and interactive technologies

The goal of multimedia design strategies and innovation is to produce meaningful learning environments that relate to and build upon what the learner already knows and what the learner seeks. The multimedia tools used to achieve knowledge transfer should activate recall or prior knowledge and help the learner alter and encode new structures. Traditionally, multimedia has been localized to specific delivery systems and demographics based on the government, industry, or academic concentration. The presenter will explore the introduction of immersive telecommunications technologies, constructivist learning methodologies, and adult learning models to standardize networking and multimedia-based services and products capable of adapting to wired and wireless environments, different devices and conditions on a global scale